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Motivation and Career Aspirations of Female Students Studying Science at Achimota School in Accra, Ghana

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Motivation and Career Aspirations of Female Students Studying Science at Achimota School in Accra, Ghana Educational Research and Reviews Vol. 7(19), pp. 401-409, 11 July, 2012 Available online at http://www.academicjournals.org/ERR DOI: 10.5897/ERR11.164 ISSN 1990-3839 ©2012 Academic Journals Full Length Research Paper Motivation and career aspirations of female students studying science at Achimota School in Accra, Ghana Paul K. ANDOH1*, Thomas ANTWI BOSIAKOH2 and Stephen AFRANIE2 1Centre for Social Policy Studies (CSPS), University of Ghana, Accra, Ghana. 2Department of Sociology, University of Ghana, Accra, Ghana. Accepted 1 June, 2012 This paper examines science education for girls in Achimota School, a second cycle institution in Accra, in terms of their motivations for pursuing science and future aspirations. It explores parental backgrounds and how they impacted on the motivations and aspirations of the girls. The survey method was adopted in this study, which involved a sample of 65 girls in the first and second years. The analysis of data revealed among others, that most of the respondents had educated parent(s), some of whom had science background. However, whereas, parents and for that matter family relations provided a source of motivation to pursue science at Senior High School (SHS), other important sources of motivation are self and teachers. The study however found that girls who intend to pursue science beyond SHS are not necessarily those whose parents studied science and that given the opportunity girls can pursue science to realize their career goals. To this extent, the paper recommends among others, that there should be provision of adequate facilities for the teaching of science in Senior High Schools. This will ensure that Science Teachers are better able to make the teaching of science as practical as possible in order to sustain the interest of students in general and female students in particular. Key words: Motivation, aspiration, science education, girls’ education, Achimota School. INTRODUCTION Education is an important ingredient in the development quality of its manpower, and that, manpower develop- of any nation. This is because education enlarges ment is heavily dependent on the provision of education people’s choices in life thereby, enabling them to have from the basic to the highest level”. access to essential resources for a decent standard of To this end, Ghana’s development blueprints in recent living. Kwapong (1995) and Anamuah–Mensah (1995) years (the Ghana Poverty Reduction Strategy, 2002 – note that there can be no meaningful development of a 2005 and the Growth and Poverty Reduction Strategy, nation without emphasis on education. The World Bank 2006 - 2009) identified human resource development as (1990) estimates that, an increase of one year in the a key growth pillar, particularly improvement in science average years of education could possibly result in a 3% and technology education, an emphasis which is in line increase in Gross National Development. In the view of with recent education reform policies at the basic and Addae-Mensah (2000:3) the greatest need of a country’s second cycle levels. Anamuah–Mensah (2004) has socio-economic development is the right type of observed that science and technology education is the manpower and not just the availability of natural engine that propels the journey towards development. resources. He further notes that, “… a country’s greatest Thus, effort to encourage science and technology asset is not the gold or oil or diamonds in its soil. It is the education is an indispensable component of education and therefore an important factor in Ghana’s bid to develop. In view of the importance of science and technology *Corresponding author. E-mail: [email protected]. education to the socio–economic development of Ghana, 402 Educ. Res. Rev. the entire human resource potential of the country should of the girls in science education influences their be vigorously tapped, including the feminine citizenry, aspirations as far as career choices are concerned, using which constitutes about fifty–one percent (51%) of the the Achimita School in Accra. Four main research Ghanaian population. Females have, and continue to questions underlie this study, avis: play key roles in the application of science and technology in Ghana. For this reason, Anamuah–Mensah 1. Is the choice of science education by females at (2000) argues that, it is expedient to include the feminine Achimota School influenced by their family backgrounds? citizenry into the science and technology education drive 2. Are female participants in science education at in the country. For instance, between 1995 and 2000, Achimota School motivated by factors related to their participation of girls in science education at Senior High career aspirations? School level increased by 111% in four sampled schools 3. How far do females studying science at Achimota (Andam et al., 2005). School intend to go with the study of science? 4. What kind of career choices have female science students at Achimota School made for themselves? Educational policies and gender gaps in Ghana since 1980 Wading through the literature: an exploration into In the early part of the last century, an argument against female participation in science education the involvement of girls in science was put forward by Felter (1906) that girls should not be taught science at In 2000, Anamuah-Mensah imputed that science and the basic or elementary level because the expenditure of technology education is important in the drive towards nervous energy in the mastery of analytic concepts is development, especially, in developing countries. This is harmful to their health. This position has been found because science and technology information enable untenable and today, it is generally recognized across the nations to adequately cope with global issues and to be globe that the participation of females in science competitive players in the global market (Anamuah- education is beneficial not only to females themselves but Mensah, 2000). Recognizing this, Ghana accepted to the society as a whole. For this reason, many countries recommendations of the first conference of African including Ghana have embarked on the promotion of governments in Senegal Dakar in 1974 (CASTAFRICA I) females’ participation in science education. in which African countries were encouraged to give Since the 1980s, Ghana has pursued policies aimed at priority to the training of scientists and technologists to bridging the gap between boys’ and girls’ participation in spearhead the wheel of development in Africa. The science and technology education. At the senior high recommendations also called for the revision of curricula school level, there is some mainstreaming that allows at all levels to prioritize science and technology. students to specialize in science, technology, visual arts, Subsequently, the study of science was introduced in general arts, home economics or business (Anamuah– primary schools through to secondary schools in Ghana Mensah, 2000). Currently, boys and girls do the same as a subject to be taken by all students, while technology subjects at the Junior High School (JHS) level, science, is taken in the form of vocational or technical subject at mathematics, pre–technical skills, etc. At the Senior High junior high and senior high schools. School (SHS) level, core science and mathematics are In the particular area of female participation in science taken by all students in addition to their elective subjects. education, Foster (2005) has observed that an enabling The cumulative effect is that girls’ participation in science environment, gender role models, self efficacy and has improved over the last few decades, especially at the socialization are important factors that attract females SHS level. Despite the improvement, females are still into the study of science and engineering. The family under-represented in science disciplines in Ghana. While members, female role models and confidence in mathe- there is no policy in Ghana restricting girls from opting for matics and science are factors that influence females in science related subjects, only a few do so. the engineering group to choose it as a career, indicating In 1987, the Ghana Education Service started Science that, the study of science provides career opportunities Clinic, a programme that sought to bring change in the for females. Elaborating further, Foster notes that gender perception, performance and participation of girls in stereotype is a key factor in the choice of science related Science. Through the concerted effort of parents and careers. Boys are exposed more to outdoor activities like teachers this clinic had a great impact on girls. The aim mechanical tasks, sports, etc. than girls. Moreover, verbal was to create awareness and to increase and sustain persuasion from people like parents, teachers and peers girls’ participation in science and technology education. encourage males and females in their career pursuits and Against this background, the present study seeks to apparently males are more encouraged than females understand the motivation and aspirations of girls in the because of societal beliefs on achievements. This goes study of science at the second cycle level of education in to say that, society generally expects more males than Ghana. The idea is to investigate how the participation females to get involved in science, thus unconsciously Andoh et al. 403 motivating females less. In a similar vein, Foster (2005) They also contend that girls from co-educational mentions that few females choose careers in science schools choose science and technology less compared because such careers are less accessible to them. She with those in single sex schools. Engineering and further argues that low self-esteem, lack of role models, mathematics were found to be potential programmes for low parental expectations, stereotypes of scientists and girls when aptitudes are developed in the early lack of hands on experience in science, contribute to the educational levels. It is in high school where girls may be development of negative attitudes to mathematics and further encouraged to take the science and technology science in girls.
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